By the numbers on year 3 of NCLB: a data bank on education trends for district leaders.

By the numbers on year 3 of NCLB: a data bank on education trends for district leaders. StudentAchievementPercentage of districts that report studentachievement on the state assessmentused for NCLB is:Improving 72%The same 22%Declining 6%Note: Table made from pie chart.IMPROVEMENT STRATEGIESNumber of states using a varietyof strategies "to a great extent"to raise student achievementin schools identified for improvement:Special grants to districts to support school improvement efforts 24Matching curriculum and instruction with standards and/or assessments 22School support teams 22Providing before- or after-school, weekend or summer programs 13Distinguished teachers 8Mentor or coach for the principal 7Educational or management consultant 4ACHIEVEMENT GAPPercentage of districts reporting achievementgaps between different student groups that havechanged over the last year: NARROWING STAYING THE SAME WIDENINGWhite vs.black students 18% 12%White vs.Asian students 5% 11% 1%White vs.Hispanic students 17% 15% 5%Students withdisabilities vs.students without 25% 40% 14%Low-incomestudents vs.non low-income 32% 36% 7%Reduced TimePercentage of districts that have cut instructional time in subjectareas to make more time for reading/language arts and/or math: REDUCED REDUCED TO REDUCED MINIMALLY A GREAT DON'T NOT AT All OR SOMEWHAT EXTENT KNOWSocial Studies 46% 43% 7% 4%Science 53% 39% 4% 3%Art and Music 54% 34% 9% 3%Physical Education 71% 25% 2% 2%Other subjects 51% 26% 9% 14%Insufficient FundsNumber of states reporting that their NCLBfunds have not been sufficient to carry outvarious NCLB requirements:Providing technical assistanceto schools in need of improvement 32Providing high-quality professionaldevelopment for teachers 23Developing state assessments 18Ensuring teachers who teach coreacademic subjects meet requirementsfor being highly qualified 18Developing and maintaining alist of supplemental service providers 6AYPpercentage of districts with one or moreschools that did not make adequate yearlyprogress for the first time in 2003-04:Urban 50%Suburban 31%Rural 16%Note: Table made from pie chart.100% Highly Qualified6 districts with an estimated 100 percent of teachers who arehighly qualified (Center on Education Policy case study districts):1. Avon Public School District, Massachusetts Massachusetts(măsəch`sĭts), most populous of the New England states of the NE United States. 2. Heartland Community Schools, Nebraska3. Hermitage Hermitage, museum, St. Petersburg, RussiaHermitage(ĕr'mētäzh`), museum in St. Petersburg, Russia, one of the world's foremost houses of art. It was reconstructed in the neoclassical style in the 19th cent. School District, Missouri Missouri, state, United StatesMissouri(mĭzr`ē, –ə), one of the midwestern states of the United States. 4. Romulus Central School District, New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of 5. Sheboygan Area School District Sheboygan Area School District is a school district in Sheboygan, Wisconsin. It has about 1,500 teachers and other employees and about 10,000 students. Dr. Joe Sheehan is the Superintendent. , Wisconsin Wisconsin, state, United StatesWisconsin(wĭskŏn`sən, –sĭn), upper midwestern state of the United States. It is bounded by Lake Superior and the Upper Peninsula of Michigan, from which it is divided by the Menominee 6. Willow Run Located between Ypsilanti and Belleville, Michigan, the Willow Run Plant was constructed during World War II by Ford Motor Company for production of the B-24 Liberator aircraft. Community Schools, Michigan Michigan(mĭsh`ĭgən), upper midwestern state of the United States. It consists of two peninsulas thrusting into the Great Lakes and has borders with Ohio and Indiana (S), Wisconsin (W), and the Canadian province of Ontario (N,E). Source: Year 3 of the No Child Left Behind Act The No Child Left Behind Act of 2001 (Public Law 107-110), commonly known as NCLB (IPA: /ˈnɪkəlbiː/), is a United States federal law that was passed in the House of Representatives on May 23, 2001 , Center on EducationPolicy, 2005, www.ctredpol.org